Driving Question: Will educating ourselves about the candidates for the presidential election alter our views of which candidate should be elected? How can we educate ourselves and other students at TPE about the candidates for the 2012 presidential election?
Audience: classmates, parents, and all students at TPE
Purpose: Students will use print and electronic resources to research Barack Obama and Mitt Romney. Students will recognize whether or not a source is biased, will evaluate the credibility of resources, and will use reliable and unbiased resources to research each candidate's stance on selected issues. This research will be presented by each student in a multimedia presentation to share in the lunchroom presentation with all students. We will investigate trends in our data from our original 5th grade election to a final fifth grade election and will evaluate changes which may present themselves. We will also compare and contrast our final data with data collected by the whole school during a TPE election on election day to analyze similarities and differences.
Students will review and consider anonymous stances of each candidate and will select the candidate with whom they most agree on each individual issue.
Major Student Product: Students will research each candidate's stance on selected issues which are important in the upcoming election. This information will be presented in a multimedia presentation and will be shared with classmates, parents, and all students at TPE.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Language Arts Strand
Writing
Language Arts Standard
Text Types and Purposes
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Provide a concluding statement or section related to the information or explanation presented.
Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Range of Writing
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Information and Technology Essential Standard
5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.
5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.
5.RP.1 Apply a research process as part of collaborative research.
5.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources.
Information and Technology Clarifying Objective
5.SI.1.1 Use various types of resources to gather information (including print and online media).
5.SI.1.2 Use relevant sources of information for an assigned task.
5.SI.1.3 Use reliable sources of information.
5.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
5.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).
5.RP.1.1 Implement a research process by collaborating effectively with other students.
5.SE.1.1 Understand the guidelines for responsible use of technology hardware.
5.SE.1.2 Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources.
5.SE.1.3 Understand internet safety precautions (e.g., personal information, passwords, etc.).
Language Arts Strand
Speaking and Listening
Language Arts Standard
Presentation of Knowledge and Ideas
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
SS Essential Standard
5.C&G.1 Understand the development, structure and function of government in the United States.
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
SS Clarifying Objective
5.C&G.1.1 Explain how ideas of various governments influenced the development of the United States government (Roman, Greek, Iroquois, European and British).
5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
5.C&G.2.1 Understand the values and principles of a democratic republic. 5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of "common good" according to the United States Constitution (Bill of Rights).
5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution.
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
5.C&G.2.4 Explain why civic participation is important in the United States.
Want to be president? Apply for the job of president, see your agenda for the day, choose what you'll do at each time slot, see some facts about former presidents who did things similar to what you choose at each time, and at the end, there's a newspaper article about your first day as president. http://pbskids.org/democracy/be-president/
-Summative Assessment – ~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com) ~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation. ~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment– ~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work. ~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect. ~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips. ~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique. ~A project progress report will be submitted to parents at the beginning of the second week of working on the yearbook based upon the checklist of requirements.
Project Calendar:
Entry Event/Project begins on October 1, 2012. Align calendar to October of 2012 to view calendar of project events.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The students will participate in, and host, a school-wide election.
2012 Presidential Election
Driving Question:
Will educating ourselves about the candidates for the presidential election alter our views of which candidate should be elected? How can we educate ourselves and other students at TPE about the candidates for the 2012 presidential election?
Audience:
classmates, parents, and all students at TPE
Purpose:
Students will use print and electronic resources to research Barack Obama and Mitt Romney. Students will recognize whether or not a source is biased, will evaluate the credibility of resources, and will use reliable and unbiased resources to research each candidate's stance on selected issues. This research will be presented by each student in a multimedia presentation to share in the lunchroom presentation with all students. We will investigate trends in our data from our original 5th grade election to a final fifth grade election and will evaluate changes which may present themselves. We will also compare and contrast our final data with data collected by the whole school during a TPE election on election day to analyze similarities and differences.
Entry Event:
5th graders will vote for who they think should be the president of the United States of America for the next 4-year term?
Click here to vote in our fifth grade presidential election!
Students will review and consider anonymous stances of each candidate and will select the candidate with whom they most agree on each individual issue.
Major Student Product:
Students will research each candidate's stance on selected issues which are important in the upcoming election. This information will be presented in a multimedia presentation and will be shared with classmates, parents, and all students at TPE.
Where do they stand on the important issues:
- Economy and Jobs
- Healthcare
- Taxes
- War & National Defense
- Education
- Immigration
Content/Curriculum:
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Provide a concluding statement or section related to the information or explanation presented.
Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Range of Writing
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.
5.RP.1 Apply a research process as part of collaborative research.
5.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources.
5.SI.1.2 Use relevant sources of information for an assigned task.
5.SI.1.3 Use reliable sources of information.
5.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
5.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).
5.RP.1.1 Implement a research process by collaborating effectively with other students.
5.SE.1.1 Understand the guidelines for responsible use of technology hardware.
5.SE.1.2 Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources.
5.SE.1.3 Understand internet safety precautions (e.g., personal information, passwords, etc.).
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
5.C&G.2.1 Understand the values and principles of a democratic republic. 5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of "common good" according to the United States Constitution (Bill of Rights).
5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution.
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
5.C&G.2.4 Explain why civic participation is important in the United States.
http://www.parents.com/blogs/tech-savvy-parents/2012/02/20/education/4-virtual-field-trips-to-learn-about-past-presidents/
Resources:
Want to be president? Apply for the job of president, see your agenda for the day, choose what you'll do at each time slot, see some facts about former presidents who did things similar to what you choose at each time, and at the end, there's a newspaper article about your first day as president.
http://pbskids.org/democracy/be-president/
We love Scholastic News and use the print resources in class and the electronic resources here:
http://magazines.scholastic.com/election-2012
This link will take us to the full debate video which we watch together in class:
http://www.nytimes.com/interactive/2012/10/04/us/politics/20120804-denver-presidential-debate-obama-romney.html
This link shares some personal information about each of the candidates:
http://pbskids.org/democracy/meet-the-candidates/
Want to research the stance of each candidate on selected issues? Check out this site!
http://www.teachervision.fen.com/us-presidency/elections/58186.html?detoured=1
This site offers a TON of information about the candidates and the election:
http://www.timeforkids.com/minisite/election-2012
Assessment:
-Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the beginning of the second week of working on the yearbook based upon the checklist of requirements.
Project Calendar:
Entry Event/Project begins on October 1, 2012. Align calendar to October of 2012 to view calendar of project events.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The students will participate in, and host, a school-wide election.